%0 Journal Article %1 Rabin2019 %A Rabin, Eyal %A Kalman, Yoram M. %A Kalz, Marco %D 2019 %J International Journal of Educational Technology in Higher Education %K MOOCs assessment design evaluation learner-centered learning %N 1 %P 14 %R 10.1186/s41239-019-0144-3 %T An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs %U https://doi.org/10.1186/s41239-019-0144-3 %V 16 %X This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.

@article{Rabin2019, abstract = {This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.}, added-at = {2019-04-29T09:47:26.000+0200}, author = {Rabin, Eyal and Kalman, Yoram M. and Kalz, Marco}, biburl = {https://www.bibsonomy.org/bibtex/240b1bc59afdf5acef16fca1222cc28f5/yish}, day = 29, doi = {10.1186/s41239-019-0144-3}, interhash = {397a8567145e1abb941de46f19e9bcf3}, intrahash = {40b1bc59afdf5acef16fca1222cc28f5}, issn = {2365-9440}, journal = {International Journal of Educational Technology in Higher Education}, keywords = {MOOCs assessment design evaluation learner-centered learning}, month = apr, number = 1, pages = 14, timestamp = {2019-04-29T09:47:26.000+0200}, title = {An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs}, url = {https://doi.org/10.1186/s41239-019-0144-3}, volume = 16, year = 2019 }